HERITAGE CHRISTIAN ONLINE SCHOOL

Explorers
Grade 4 Social Studies Kit
Aimee Imbeau B. Ed. 8/1/2013 Revised

This kit is a thorough unit on the explorers of Canada including Champlain, Cabot and Cartier. There are plenty activities and lesson ideas as well as information on Confederation, the Hudsons Bay Company, wars and other signicant Canadian events.

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Grade 4 Explorers
Materials in kit: 1. Courage and Conquest 2. History Pockets: Explorers of North America 3. Kids Book of Canadian History 4. Parent guide 5. Professor Noggins Explorers card game

Materials required: Notebook or binder with paper Download Student pages from library website: http://www.onlineschool.ca/rooms/library/resource_kits/ index.php Scroll down and click on the Explorers Unit Study; the parent guide is also online with clickable links. Pen, pencil, crayons Access to library Poster sized map of Canada.

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Paper to make a large timeline (see page 4 of Courage and Conquest) Access to Internet

Dear Parents, This unit is about the North American Explorers. Plan to spend 6 weeks on this unit. The history pockets book has several fun activities to add to the main resource, Donna Wards Courage and Conquest. If your time is limited, choose only the Canadian explorers from the History Pockets book to do. If you have more time, consider completing some of the activities for the US explorers. Also consider researching some of the Additional Studies in Donnas book. Some topics are: The 5 tribes of the Iroquois The shing industry Scurvy The Fur Trade

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The seigneur system of farming The Hudsons Bay Company Fort building Acadians There is a resource list at the beginning of Donnas book. One book from the list is included in the kit, Kids Book of Canadian History, which is used in most lessons. However, I encourage you to borrow a few more books on the list to use throughout the unit.

Enjoy!

Aimee Imbeau, B. Ed. HCOS teacher Opening Activities Discuss what it means to explore. Go to your backyard, park, or another outside area and pretend to be explorers. What sights do you see? Try to look for new things, be aware of your surroundings. (Time: 30 minutes) Discuss what a timeline is and prepare materials for your wall timeline. (Time: 10-15 minutes) Watch some of the history minutes from the Historica website. They are included in the lesson ideas below. However, they will provide a great introduction to the unit. Watching them a second time will be benecial as well.
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Lesson Activities Follow along with Courage and Conquest. Most questions will be copied and answered in a notebook, but the lessons with maps or activities are copied and in the student packet. There are 30 lessons in Courage and Conquest, if you did one lesson per day (5 days/week), you will have plenty of time for the bigger projects at the end of the unit. Each lesson should not take more than 45 minutes, with the exception of adding activities from the History Pockets book (should add on maybe another 15-20 minutes x 2 lessons). Lesson 1 (page 9) has two ags for your child to colour. There is a copy of the ags in the student packet. Have your child cut out the ags and mount them on construction paper or glue on to a small stick, popsicle stick or straw. The true/false questions can be answered on a separate sheet of paper. If the answer is false, please write the correct response. Lesson 2 (page 12) introduces the Vikings. Answer the questions on page 13 in your notebook. It is a good idea to copy the questions rst. Colour and cut out the Vikings timeline picture from your student packet and place on your timeline. Historica has a minute on the Vikings http:// www.histori.ca/minutes/minute.do?id=10121 it seems a little spooky or somewhat graphic, so view it before showing it to your child. Copy and answer the questions for lesson 3, John Cabot, in your notebook. Add John Cabot to your timeline picture in your packet. Watch the minute http://www.histori.ca/
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minutes/minute.do?id=10122 to launch an investigation on the shing industry. For lesson 4, Jacques Cartier, a copy of the worksheet is in your student packet. Add Cartier to your timeline. View the Historica minute on Cartier http://www.histori.ca/minutes/ minute.do?id=10123 . Discuss how miscommunication can cause problems. Lessons 5-12, copy and answer the questions in your notebook. Remember to add your timeline pictures. Visit http://www.histori.ca/champlain/index.do for more information on Champlain (Lesson 5). For lesson 13, Troublesome Times, a copy of the worksheet is in your packet. Lessons 14 & 15 will require you to copy and answer the questions in your notebook. A copy of Lesson 16 is in your packet. Add to your timeline. Lesson 17 will be completed in your notebook. Lesson 18 is in your packet. Complete your timeline. Lessons 19-24 will be completed in your notebook. Lesson 25, Confederation, is in your packet. Remember to add Confederation to your timeline. Lessons 26-29 will be completed in your notebook. Lesson 30, Newfoundland and Nunavut, is in your student packet.

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***Remember to do the History Pocket for each Explorer (spread these explorers activities over two lessons, spending an additional 15-20 minutes per lesson): 1. John Cabot 2. Jacques Cartier 3. Henry Hudson 4. James Cook 5. *It is said that Sir Francis Drake sailed up the coast of Vancouver. Research this idea. You may complete the other explorer pockets if you have the time.

Closing activities: Make a poster for your favourite explorer. Include information about the explorer, clothing, mode of transportation, place of origin, place & cause of death, etc. Pretend you are an explorer and create a brochure that promotes Canada as a vacation spot or a place for other explorers to come. Play the Explorers card game included in the kit. If you can acquire a ship model kit, it would be fun to make a ship model. Check thrift stores, garage sales, eBay, etc. Go to a place you havent been before and explore the area. Document your observations. Use a lot of adjectives to describe what you nd. Use the Map it Out worksheet in your packet to make a map of your discovery. An activity similar to this is listed in the opening activities. Consider doing them
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both and seeing how you have improved after working through the unit. Make a map both times, but select a new place the second time. Use the Window Frames worksheet (in student packet) to compare 4 explorers. In the top boxes, choose the information you would like to compare. For example, what each explorer discovered, country of origin, etc. This part is up to you what youd like to compare!

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Grade 4 - Canada: Aboriginals and Explorers

Students will begin to analyze information by identifying when interpretations of history differ. This can be accomplished by reading older historical accounts and comparing them with contemporary sources or by comparing the discovery and exploration of Canada from a European perspective and Aboriginal peoples perspective. Students will learn about various Aboriginal cultures in Canada. Specifically, they will look at how basic needs are met, how traditional and contemporary Aboriginal governments compare, how traditional technology was used, and contributions of Aboriginal people to Canadian society. They will also compare physical environments and cultures of various BC Aboriginal groups and will compare the way people interacted with their environment in past to how they interact in the present. The exploration of North America will be studied and students will look at the factors that contributed to the exploration of North America, the technology used in exploration and will identify economic and technological exchanges between explorers and Aboriginal people. Students will also compare the bartering system to the monetary system of exchange. Students will learn how to be discerning while viewing mass media (TV, movies, internet, advertisements, etc.) and will begin to evaluate the influence of mass media on stereotyping. Map work will include locating and mapping world continents and oceans using simple grids, scales, and legends. Portfolio Submissions In each portfolio, provide a minimum of 3 samples including at least one sample from group A. At least one sample of map work should be included at some point during the year and at least one sample per portfolio should be written. If an oral report is completed please submit a recording of the report. A

A written or oral report that shows the student can identify and clarify a problem, issue or inquiry and locate and record information from various sources. A written or oral report that demonstrates the students ability to assess at least two perspectives on a problem or an issue. A written, oral, or pictorial sample that shows the students understanding of one or more of the above topics organized with a main idea and supporting details. Answers to comprehension questions (comprehension questions can be from curriculum, made up by the parent, or taken from our list of questions) A list of books, audio-visual materials, or multi-media that the student has learned from. A eld trip log. Map work (showing the creation of a map with a simple key, grid, or legend or showing that the child can locate and identify the continents and oceans)

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